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Cultural Reflection

Culture is a delicate word. If you spoke to a Sarah Buonauro exactly 12 months ago I would have told you a definition of culture that revolved around sameness. Coming from my background living in Northern California going to schools where students were so similar. I came to Southern California with no idea of the cultures in the area. Glendale seemed like a nice place to live and it is for a big city. The culture of the area and the culture of my school site were nothing like anything I had seen before. What is culture? I found this definition very helpful “culture generally refers to patterns of human activity and the symbolic structures that give such activities significance and importance” (Wikipedia.com). My first day on Glendale High School campus was frightening. The school is huge, 3,200 students strong. The buildings had three and four stories. I sat in the back of my future classroom, which I was due to take over from the former teacher April 1, 2008. It was like my D-Day. I was a bartender and supervisor; I was used to working with liquor and moody cooks. My friends made bets how long I would last. Some didn’t believe that their Sarah B. was a high school science teacher. My culture was shattered by those six periods of geosciences. I was shocked at the accents, shocked at the lack of expectations, shocked at student behavior. It was six periods of zoos, not fun zoos where animals look fat and happy but a developing nation zoo with three-legged half-starving animals.

The population at Glendale High School looks on paper to be very much like any city in California with roughly half of the population being Caucasian, 30% Hispanic with the remaining percentages being made up with African American and Asian students. The Armenian population is the one that I focused on for my presentation, and it will be this aspect of the culture that I focus this paper. My first few weeks I looked like a lost puppy, my students must have...

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...by the hand upon deadline and an electronic version must be submitted on deadline to the course lecturer.
Below you will find a template of the reflective log and a template of a summary sheet. You are suggested to complete your reflective log using the first person style (‘I did this’, ‘I think’, etc.).
1 when you reflect what you have studied and read, you should reflect the findings/ critical review of those selected papers/ book chapters that you have found particularly helpful/ inspiring. Your completed template form and content should be a CRITICAL reflection of the paper/ chapter content but NOT merely summarize what you have read.
TEMPLATE FOR REFLECTIONS ON EXPERIENCES
DATE: PLACE:
The experience
1. What experience are you reflecting on (class session, project group meeting, particular piece of reading, other)? Give a brief account of this experience.
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3. Reflections on Experience
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...What is reflection?
Reflection is the examination of personal thoughts and actions. For practitioners this means focusing on how they interact with their colleagues and with the environment to obtain a clearer picture of their own behaviour.
It is therefore a process by which practitioners can better understand themselves in order to be able to build on existing strengths and take appropriate future action. And the word ‘action’ is vital. Reflection is not ‘navel-gazing’. Its aim is to develop professional actions that are aligned with personal beliefs and values.
There are two fundamental forms of reflection: reflection-on-action and reflection-in-action. Understanding the differences between these forms of reflection is important. It will assist practitioners in discovering a range of techniques they can use to develop their personal and professional competences.
Reflection-on-action
Reflection-on-action is perhaps the most common form of reflection. It involves carefully re-running in your mind events that have occurred in the past. The aim is to value your strengths and to develop different, more effective ways of acting in the future.
In some of the literature on reflection (Grant and Greene 2001; Revans 1998), there is a focus on identifying negative aspects of personal behaviour with a view to...

...this assignment is to discuss the contribution of reflective practice for clinical nursing. Reflection has been defined as a way for individuals to “capture their experience, think about it, mull it over and evaluate” (Boud et al 1985: 19)
Argyris and Schon (1974) suggest that practitioners often practice at less than effective levels because they follow routine. Johns (1995) implies that action can be taken through reflection to increase effectiveness in practice as reflection provides opportunities for self development as professionals and individuals (Hinchliff et al., 1993).
Bishop and Scott (2001) believe Clinical nursing is fundamental to nursing practice, that it provides expertise that are used to bring high quality care to patient’s that is not likely to be provided by a lay person. During this assignment I will discuss Christopher Johns model of structured reflection and Donald Schon’s model of reflection on and in action and his coaching theory and other methods that contribute to the reflecting process. I will identify how the models then relate to clinical practice and how nursing has changed.
Carper (1978) Identified that as individuals have different ways of thinking and knowledge differentiates it is some times helpful to refer to a framework to assist reflection.
Johns et al (2002) built on Carper’s theory and constructed a model for structured...

...child. I will use Gibbs reflective model (Gibbs 1988)(see appendix 1). This model of reflection will be applied to the essay to facilitate critical thought and relating theory to practice where the model allows. Discussion on the incident will include the knowledge underpinning practice and the evidence base for the administration of the drug. A conclusion to the essay will then be given which will discuss my knowledge and competence of the incidence being reflected upon.
The drug that I have chosen to reflect upon is Fragmin (see Drug Profile 1 Appendix 2) which was administered as a parenteral subcutaneous injection to a 14 year old girl, who shall remain anonymous for the purpose of patient confidentiality in accordance with the regulations of the NMC (2008). I have chosen to reflect on this drug as it was the first injection I had given during my training which encouraged me to further develop my knowledge within this area.
The first stage of Gibbs model (1988) of reflection requires a description of events (see Appendix 3).
The next stage of Gibbs (1988) reflective cycle is related to thoughts and feelings aroused during the event which I can use to reflect upon (see appendix 4).
The third stage of Gibbs (1988) model of reflection encourages exploration of both positive and negative experiences encountered and I have chosen a few that I propose to discuss further within this reflection.
Throughout the...

...DC00050206
Professional Practice Two
WYP 502
Assignment 2
25thMarch 2013
SWOT/CV
Contents Page
Reflection P3 – P6
Reference List P7
Appendix List P8
Appendix 1 –Updated CV P9
Appendix 2 –Old CV P10
Appendix 3 – Updated SWOT P11
Appendix 4 – Old SWOT P 12
The purpose of this assignment was to reflect and compare four different documents, before analysing the changes made between an updated CV (curriculum vitae) and a SWOT analysis (strengths, weaknesses, opportunities and threats) in comparison to an older CV and SWOT, according to Ackerman, L. (2007) a CV is the life story of a professional and tells you everything and anything you have done in your professional career. A SWOT analysis according to Pehlchen, B. (2007) a swot analysis is tool used to receive a certain potential of the intention and indicate possibilities for improvements. It was found that there weren’t many significant changes made in the SWOT analysis and CV’s. This reflection will be separated in to subheadings which are; Reflective Practise, confidence, qualifications and training, academic writing and IT skills
Reflective Practise
In my professional role I have encountered situations that have not been as successful as I would have liked. From studying the module “becoming an effective, reflective practitioner” I have been able to gain the confidence, knowledge and better understanding of how to reflect and...

...Reflecting on an incident in the minor injuries department of A & E
The concept of reflection as a learning tool in workplace education can enable the student to problem solve in practice. By exploring the individuals own unique situations and past experience they can, in order to learn, consider past thoughts and memories to achieve a desired outcome. (Rolfe, 1998). Taylor (2000) suggests that, to reflect on action from an event, we must remember our thoughts and memories. Then we must use the ability of contemplation, meditation and consideration, which will enable us to make sense of them in order to modify our behaviour, should we encounter a similar experience in the future.
The following reflective account aims to explore specific complications and difficulties encountered after obtaining a history and performing a physical examination on a young patient that presented to the Accident and Emergency (A&E) Department. The incident that I have chosen to look at took place whilst on a shift in the Minor Injuries Unit based in an A & E Department. Confidentiality has been preserved throughout in accordance with the Nursing and Midwifery (NMC) Code of Professional Conduct (NMC 2004).
To achieve and understand the use of reflection in a structured manner, the Gibbs (1988) Reflective Cycle will be utilised. Bulman and Schutz (2004) believe that reflection is a dynamic progression, and using a cyclical framework is of an advantage...

...﻿Time Management Preview and Reflection 1 Instructions
Complete the calendar below, looking ahead to Modules/Weeks 3, 4, and 5. Include your general daily responsibilities and appointments, as well as all course assignments, including textbook readings, presentations, and websites. Use red font (ink) to show your course assignments, and indicate how long you will spend on each assignment and when you will submit it. If you copy/paste these modules/weeks from your term calendar, then update and add more specific information, you will not need to recreate the entire 3 modules/weeks. It may be helpful to include your assignments for other courses in a different color ink as well. HINT: Each assignment must be submitted by 11:59 p.m. (ET) on the due date.
Once you have completed the calendar as a preview/planner for work that is to come, take a few moments to review how you are doing with time management so far. Look back at the previous modules/weeks and consider your work this module/week to evaluate your use of time. Below the calendar, write a reflective paragraph (at least 100 words in 4–6 sentences) that describes (1) how you used time well to complete your course work, (2) what did not go very well, and (3) how you plan to change so that the problems are not repeated. Also, reflect on the following questions: Are you seeing any changes in the way you think about managing your time? Have you now minimized/eliminated any activities or changed any routines...

...﻿Reflection in Teaching
Teachers, it is thought, benefit from the practice of reflection, the conscious act of thinking deeply about and carefully examining the interactions and events within their own classrooms. Educators T. Wildman and J Niles (1987) describe a scheme for developing reflective practice in experienced teachers. This was justified by the view that reflective practice could help teachers to feel more intellectually involved in their role and work in teaching and enable them to cope with the paucity of scientific fact and the uncertainty of knowledge in the discipline of teaching.
老师们被认为是受益于对自己班级中的交流和事件有意识的深入思考和仔细的检查的。教育家TW和 JN (1987)提出了在经验丰富的教师中发展反思实践的方案。这被反思实践能够帮助老师们感到更理性的融入他们的角色和教学工作中并使他们能够处理教学中科学事实的不足和学科知识的不确定证明为合理的。
Wildman and Niles were particularly interested in investigating the conditions under which reflection might flourish—a subject on which there is little guidance in the literature. They designed an experimental strategy for a group of teachers in Virginia and worked with 40 practicing teachers over several years. They were concerned that many would be "drawn to these new, refreshing conceptions of teaching only to find that the void between the abstractions and the realities of teacher reflection is too great to bridge. Reflection on a complex task such as teaching is not easy." The teachers were taken through a program of talking about teaching events, moving on to...